Intro to Scaffold

Introduction

The notion scaffolding also known as scaffold or stages is a temporary structure used to support a work crew or materials in the construction and later removed when the building is being constructed. In the field of education scaffolding is an instructional practice or process of in which the teacher steps back gradually when the student learns to be competent or independent. The support of the teacher is given initially throughout the content, learning process and strategies. The Scaffolding of Learning

A psychologist and instructional designer Jerome Burner used the word scaffold first in 1960s. According to Burner when a students learn a new concept, initially, they might need someone assistance and guidance by either teacher or parent as an active support. At the start off, students will be dependable on the support but as and when they acquire knowledge and skills, they become more independent in their thinking and the support fades gradually. This indicates the structured form interaction which resembles scaffolding that support a building and later disassemble after the completion of the building. The nature of reduction by scaffolding can be applicable for any courses, all ages and for all topics/subjects. Burners defines it as positive interaction along with three stages actions, images and languages.

Zone of Proximal development

The difference between what the students can do independently and with the support is defined as zone of proximal development.

Process

First the teacher teaches to their level of understanding and then build on their understanding and then presents the problem. The process of teaching can also be coined as scaffold. The teacher shows or illustrate to solve a problem for the students. After then, allowing students to try solving the problem. The teacher enacts as a model while students follow the footprints. At the same time the teacher assist when there is a need to support. The most common method to follow is "I do", "We do" and "You do".

As one practice to implement scaffolding strategy, the result may not be visible immediately but the process for a period of time becomes evident of expected outcomes as the class proceeds for the next phase of learning.

Reference

Wood, D. J., Bruner, J. S. and Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychiatry and Psychology, 17(2), 89-100.